Culturally Responsive Pedagogy and Online Learning: Implications for the Globalized Community College

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
David F. Ayers, Assistant Professor (Creator)
Daniel Rudolph Smith (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: Implicit in the open-door mission of the community college is the mandate that every learning experience should offer full equity and inclusion for all learners, including those of diverse cultural backgrounds. This mission is paramount, given the cultural diversity represented among learners served by the globalized community college. This paper presents a cross-section of research, practice, and discourse focused on expanding our knowledge and understanding of the diverse learning needs of community college learners. The relevance of the literature to the planning, design, and implementation of distance-learning is discussed. In the end, the authors offer distance-learning instructional strategies that may accommodate the unique needs of Hispanic/Latino learners. Implications for community college educators are discussed.

Additional Information

Community College Journal of Research and Practice, 30
Language: English
Date: 2006
community college, pedagogy, globalization, online learning, learning needs, distance-learning, two-year college, cultural differences

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